Regardless of the mode of delivery, represent a guide to the
relative teaching time and student effort required to
successfully achieve a particular competency/module. This may
include not only scheduled classes or workplace visits but also
the amount of effort required to undertake, evaluate and
complete all assessment requirements, including any
non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBWOR501A Manage personal work priorities and professional development

Element:

1. Communicate effectively with a diversity of young people

Performance Criteria:

1.1Serve as a positive role model in the workplace through personal work planning and organisation
1.2Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities
1.3Measure and maintain personal performance in varying work conditions, work contexts and contingencies

Element:

2. Reflect understanding of youth cultures, sub cultures and development

Performance Criteria:

2.1Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives
2.2Use technology efficiently and effectively to manage work priorities and commitments
2.3Maintain appropriate work-life balance, and ensure stress is effectively managed and health is attended to

Element:

3. Work with the young person as the focus

Performance Criteria:

3.1Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans
3.2Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence
3.3Identify, evaluate, select and use development opportunities suitable to personal learning style/s to develop competence
3.4Undertake participation in networks to enhance personal knowledge, skills and work relationships
3.5Identify and develop new skills to achieve and maintain a competitive edge

Learning Outcomes

Explore the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.

Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

Teaching Schedule

Semester 1

Week 1-4
Theory – Principles and techniques involved in personal management and organisation
Setting and meeting priorities, analysing information
Using a range of strategies to develop further competence in the workplace
Discussion, Q&A activities, Evidence Guide

Week 15-18
Theory – Measuring and maintaining personal performance in varying work conditions, work contexts
and contingencies
Different types of learning style/s and how they relate to the individual
Different types of work methods and practices that can improve personal performance
Discussion, Q&A activities

Semester 2
Week 1-4
Theory – Using technology to efficiently and effectively manage work priorities and commitments
Using communication skills to receive, analyse and report on feedback
Organisational skills to set and achieve priorities.
Discussion, Q&A activities

Week 5-9
Theory – Developing and maintaining professional competence; e.g. seeking feedback, using feedback
to develop and improve in relevant area
Taking initiative to prioritise and facilitate competing demands to achieve personal, team and
organisational goals and objectives
Discussion, Q&A activities

Assignment 2 – Scenarios

Week 10-14
Theory – Developing and maintaining professional competence; e.g. Identifying, evaluating and using
professional development opportunities
Undertaking participation in networks to enhance personal knowledge, skills and work
relationships
Identifying and developing new skills to achieve and maintain a competitive edge
Discussion, Q&A activities

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc

Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. Your assessments will include:
• Direct observation of actual and simulated work practice
• Oral or written questioning – Workbooks, discussion, oral presentations
• Assignments and projects – Cultural awareness project
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with relevant Unit of Competency. These are available from the course contact person (stated above).